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Scientific Method and Inquiry Process

carlyn avatar
carlyn
11 diapositives · 310 Views · Oct 07, 2014

Scientific Method and Inquiry Process. Grade Six Science Riggs Elementary. Observe. Look around you. What do you see? What do you wonder? Do you have questions?. Question. You wonder about something you have observed so you decide to talk to a peer about it.

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Scientific Method and Inquiry Process
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  1. Scientific Method and Inquiry Process Grade Six Science Riggs Elementary

  2. Observe • Look around you. • What do you see? • What do you wonder? • Do you have questions?

  3. Question • You wonder about something you have observed so you decide to talk to a peer about it. • You decide on a good question to ask: • “What would the effect of different brands of disinfectants have on killing bacteria?”

  4. Hypothesis • A scientific explanation that you can test. • A hypothesis for the question in the previous slide might be: • “If equal amounts of various brands of disinfectants are used then they will be equally effective in killing bacteria.”

  5. Prediction • A prediction states the expected outcome of a planned test or experiment. • “The disinfectants will have the same effect on the bacteria.”

  6. Materials • Make a list of all materials needed to complete the experiment. • Do not forget to write pencil and lab book!

  7. Procedures • The procedures are all of the steps needed to take to do the experiment/investigation. • Number them, use complete sentences with capital letters and periods. • Remember: Your experiment should be able to be repeated by anyone.

  8. Data • Perform the experiment and record the data onto a chart. Be sure to keep this chart neat so that you can read it. (Rulers come in very handy for this step.)

  9. Data Analysis • Interpret the data. • For the experiment about disinfectants, you might write: • Disinfectant C worked the best with a steady increase in the size of “killed bacteria.” • Disinfectant A did not kill bacteria as well as the others, but did work somewhat. • Disinfectant B killed bacteria better than A, but not as well as C.

  10. Conclusion • Confirm or reject your hypothesis. • In the case of the disinfectant experiment, a possible hypothesis might be: • “Hypothesis was rejected because the different brands of disinfectant did not work equally well.

  11. Future Research • What could you do to improve or change the experiment? • With the disinfectant experiment, maybe it would be interesting to find out if the disinfectants were affective in cleaning and compare the results to how they did in killing bacteria. • New Question: “What would the effect of different brands of disinfectants have in cleaning student tables?”